In this second part of a two-article series, Caribbean Network puts practice at the center: how does the system function in the classroom – and for whom?
For many students on Bonaire, Papiamentu is their native language, but it still plays a subordinate role in education. The Werkgroep Positie Papiamentu (Work Group Position of Papiamentu) previously warned that students who struggle with Dutch are falling behind, and they feel a meaningful response from The Hague is missing. This second part focuses on the practical side: how does this system work in the classroom—and who is it working for?
Since 2022, there have been learning tracks and a framework of reference for Papiamentu, including tests to track student progress and a mandatory transition test at the end of 8th grade. This test measures Papiamentu, Dutch as a foreign language, and math, and it became mandatory starting this year.
‘Benefiting European-Dutch students’
However, in practice, minimal conditions are missing. Papiamentu is tested at a lower level than Dutch. “This mainly benefits European-Dutch students who have Dutch as their native language,” says language expert Marion Snetselaar, who was involved in developing the framework of reference and is a member of the Work Group.
Although Papiamentu is mandatory, there aren’t enough lesson hours, materials, or oversight to meet the goals. “School boards can decide for themselves how much time is spent on the subject, and it is often too little,” says Snetselaar. Progress tests are not administered everywhere. According to the Inspectorate of Education, proper oversight is difficult because the rules regarding the tests have not yet been fully developed.
Unequal Starts and Recognition of Papiamentu
Students enter secondary education with major differences in their proficiency levels. “Some received consistent instruction, while others had almost none,” says Edelmira Carolina, a Papiamentu teacher and co-developer of the framework of reference. “We have to accomodate those differences within a single classroom.”
According to teachers, this also affects the students’ self-image. “They learn from home or school that the language isn’t important,” says Mazarella Jansen, a Papiamentu coordinator and teacher. “But skin color, music, and language are all part of our identity.”
The recognition of Papiamentu also matters outside the classroom. “Schools sometimes complain that parent-teacher meetings are poorly attended, but in what language are you addressing the parents?” asks Marten. “In a language they feel uncomfortable using?”
Systemic Failures
In secondary education, the gaps widen. The number of Papiamentu lesson hours decreases in the upper years, and the subject is not legally established. “We have been fighting for years to get it written into the law,” says Carolina.
The way education is structured also promotes inequality. “Dutch is taught in the morning when students are fresh; Papiamentu is at the end of the day,” says Carolina. “All other subjects are in Dutch, so students are translating all day long.” Furthermore, Papiamentu is no longer a mandatory exam subject. While there is a transition requirement for HAVO and VWO, there isn’t one for VMBO. “That is contradictory,” says Carolina.
On diplomas and in legislation, Papiamentu is also classified as a ‘modern foreign language’ instead of a native language. This can cause problems for students pursuing further studies in the Netherlands, where the language is not always recognized. Although Papiamentu has been recognized under the European Charter for Regional or Minority Languages since 2024, teachers and students see little of that in practice. Involved parties also state that previous agreements between Bonaire and the Netherlands to strengthen the language’s position are not being sufficiently honored.
MBO: Two Worlds, One Dominant Language
In vocational education (MBO), the same problems continue. “The system is entirely set up for Dutch,” says teacher Dietrich Winklaar. According to Winklaar, this leads to inequality in advancement and opportunities. “For most MBO students – including Chinese, Haitian, and Latino students – Dutch is a foreign language. The path to success is not equal for everyone.” Papiamentu gets very little instructional time and does not count toward the exam. “Young people get almost no opportunity to develop their native language professionally.”
Practical Shortages
The education system falls short in practice too. Learning materials are often outdated or come from Curaçao, meaning they don’t align well with the Bonairean context. At the same time, there is a lack of resources to develop new materials. Teachers have to do much of the work themselves, and there is a shortage of qualified educators. “The same team keeps trying to explain why this is important,” says Winklaar.
According to teachers, there is also a lack of support from school boards. “Everyone says that Papiamentu is important, but you don’t see it reflected in action,” says Carolina. Marten also points to the composition of the boards. “The growing number of European Dutch members in these boards is concerning. The only high school is at risk of becoming a Dutch-speaking stronghold.”
SGB school board: ‘We value papiamentu greatly’
The board of the Scholengemeenschap Bonaire (SGB), responsible for the high school and MBO, says that Papiamentu has a permanent place in the curriculum and that they are working to further strengthen multilingualism. “We value the efforts of our teachers and are constantly looking at how multilingualism, and Papiamentu specifically, can be more strongly anchored,” says spokesperson Dirkje de Vries. At the same time, the board maintains that Dutch remains important within the Dutch system.
OCW and Local Government: Consultations Continue
The Dutch Ministry of Education (OCW) does not comment on the specific criticisms and says it remains in consultation with the involved parties. The local government acknowledges that there is room in secondary education to include the subject more strongly in the curriculum. “We will continue to seek support for that from OCW and other partners,” says Commissioner Peter Silberie (Vrolijk faction). (Editor’s note: Silberie stepped down as commissioner last week.)
Regarding questions about Papiamentu and language policy on Bonaire, the Inspectorate of Education states that they provide oversight within the legal framework. “We look at whether schools organize their education so that students develop well, with attention to language proficiency and equal opportunities,” says spokesperson Roul Velleman. Policy remains primarily the responsibility of the schools and OCW.
Vision for the Future
Everyone involved wants Papiamentu to be officially included in the law for secondary schools as well. Not to replace Dutch, but to protect the native language: “With uniform lesson hours, structural resources, inspectorate oversight, and recognition,” says Marten.
As long as that doesn’t happen, inequality will persist. Currently, fact is that those who do not speak perfect Dutch are left out. The education system must work for all children on Bonaire, not just those who speak perfect Dutch.
